Coaching for UPWP Teaching Demonstrations 2009 Coaching takes place in a small group (usually the Director or Co-Director and two Fellows) over lunch a few days before the teaching demonstration is presented. The purpose is to hear the demo ideas from each Fellow and offer any questions or ideas to help him/her finalize the plan. Each person should get about 15-20 minutes to discuss his/her demo. Suggested protocol: 1.Listen to the Fellow’s ideas (5-10 minutes) 2.As a group decide if the lesson leans more toward “learning to write” or “writing to learn” (recognizing that every lesson has both components, but one is usually the stronger focus). 3.Does the lesson focus on teaching a specific one of the 6+1 Traits of writing (e.g., developing the ideas; improving the word choice; strengthening the author’s voice; organizing for clarity, etc.)? 4.Discuss how the lesson meets Michigan’s English Language Arts Grade Level Expectations for a specific (or multiple) grade level? Does that GLCE apply at other grade levels as well? 5.Consider what research supports this lesson as effective writing instruction (check the UPWP Lending Library or other writing “experts” as needed) 6.How will the participants be actively involved in writing and thinking? 7.What are two essential questions the Fellow would like to have the group discuss after the presentation? 8.Any points or suggestions for improving the demonstration. Suggestions might address: 1.Lack of focus (telling about many different lessons rather than demonstrating one lesson) 2.Time issues (each demo is about 90 minutes maximum, including follow-up discussion) 3.Depth (Is the lesson teaching something rather than simply showing a cute idea or suggesting a writing prompt with no actual instruction? Does the demonstration develop participants’ thinking and writing skills?) 4.Feasibility (Can the demo work given the context of our group/room/etc.?) 5.Any other things that seem “iffy”…? Both the Director/Co-Director and the other Fellows should discuss the plan with the presenter. To be sure that the presenter retains ownership of the demo, ask questions rather than offering too many suggestions.
2009
Coaching takes place in a small group (usually the Director or Co-Director and two Fellows) over lunch a few days before the teaching demonstration is presented. The purpose is to hear the demo ideas from each Fellow and offer any questions or ideas to help him/her finalize the plan. Each person should get about 15-20 minutes to discuss his/her demo.
Suggested protocol:
1. Listen to the Fellow’s ideas (5-10 minutes)
2. As a group decide if the lesson leans more toward “learning to write” or “writing to learn” (recognizing that every lesson has both components, but one is usually the stronger focus).
3. Does the lesson focus on teaching a specific one of the 6+1 Traits of writing (e.g., developing the ideas; improving the word choice; strengthening the author’s voice; organizing for clarity, etc.)?
4. Discuss how the lesson meets Michigan’s English Language Arts Grade Level Expectations for a specific (or multiple) grade level? Does that GLCE apply at other grade levels as well?
5. Consider what research supports this lesson as effective writing instruction (check the UPWP Lending Library or other writing “experts” as needed)
6. How will the participants be actively involved in writing and thinking?
7. What are two essential questions the Fellow would like to have the group discuss after the presentation?
8. Any points or suggestions for improving the demonstration.
Suggestions might address:
1. Lack of focus (telling about many different lessons rather than demonstrating one lesson)
2. Time issues (each demo is about 90 minutes maximum, including follow-up discussion)
3. Depth (Is the lesson teaching something rather than simply showing a cute idea or suggesting a writing prompt with no actual instruction? Does the demonstration develop participants’ thinking and writing skills?)
4. Feasibility (Can the demo work given the context of our group/room/etc.?)
5. Any other things that seem “iffy”…?
Both the Director/Co-Director and the other Fellows should discuss the plan with the presenter. To be sure that the presenter retains ownership of the demo, ask questions rather than offering too many suggestions.